Change-­‐to-­‐less

 and  Number  Models  

Grade  1  

 
EFFECTIVE  INSTRUCTIONAL  DESIGN  –  STANDARDS-­‐BASED  LESSON  PLAN  
   

Elements  of  the  Lesson     Evidence  that  Documents  the  Elements  

I.  Standard   CCSS.MATH.CONTENT.1.OA.A.1  
   District  curriculum  guidelines,  MDE  core  curriculum,  or  CCSS   Use  addition  and  subtraction  within  20  to  solve  word  problems  
  involving  situations  of  adding  to,  taking  from,  putting  together,  
taking  apart,  and  comparing,  with  unknowns  in  all  positions,  
e.g.,  by  using  objects,  drawings,  and  equations  with  a  symbol  
for  the  unknown  number  to  represent  the  problem.  
 
CCSS.MATH.CONTENT.1.OA.C.5  
Relate  counting  to  addition  and  subtraction  (e.g.,  by  counting  
on  2  to  add  2).  
 
CCSS.MATH.CONTENT.1.OA.C.6  
Add  and  subtract  within  20,  demonstrating  fluency  for  addition  
and  subtraction  within  10.  Use  strategies  such  as  counting  on;  
making  ten  (e.g.,  8  +  6  =  8  +  2  +  4  =  10  +  4  =  14);  decomposing  a  
number  leading  to  a  ten  (e.g.,  13  -­‐  4  =  13  -­‐  3  -­‐  1  =  10  -­‐  1  =  9);  
using  the  relationship  between  addition  and  subtraction  (e.g.,  
knowing  that  8  +  4  =  12,  one  knows  12  -­‐  8  =  4);  and  creating  
equivalent  but  easier  or  known  sums  (e.g.,  adding  6  +  7  by  
creating  the  known  equivalent  6  +  6  +  1  =  12  +  1  =  13).  
 
CCSS.MATH.CONTENT.1.OA.D.7  
Understand  the  meaning  of  the  equal  sign,  and  determine  if  
equations  involving  addition  and  subtraction  are  true  or  false.  
For  example,  which  of  the  following  equations  are  true  and  
which  are  false?  6  =  6,  7  =  8  -­‐  1,  5  +  2  =  2  +  5,  4  +  1  =  5  +  2.  
 
 CCSS.MATH.CONTENT.1.OA.D.8  
Determine  the  unknown  whole  number  in  an  addition  or  
subtraction  equation  relating  three  whole  numbers.  For  
example,  determine  the  unknown  number  that  makes  the  
equation  true  in  each  of  the  equations  8  +  ?  =  11,  5  =  _  -­‐  3,  6  +  6  
=  _.
 
II.  Objectives/Targets  and  I  can  statements   Objectives:  
   What  am  I  going  to  teach?   1. Students  will  be  able  to  produce  change-­‐to-­‐less  
   What  will  the  students  be  able  to  do  at  the  end  of  the  lesson?   diagrams  to  help  them  solve  number  stories.  
   What  formative  assessments  are  used  to  inform  my  instruction?   2. Students  will  be  able  to  construct  number  models  to  
   What  challenges  might  students  encounter?   show  addition  and  subtraction.  
   Why  is  this  concept/target  important?    
  I  can  statements:  
1. I  can  use  change-­‐  to-­‐less  diagrams  to  help  me  solve  
number  stories.    
2. I  can  make  number  models  to  show  addition  and  
subtraction.  
III.  Lesson  Management:  Focus  and  Organization   -­‐ raising  quiet  hands  
   What  positive  strategies,  techniques  and  tools  will  I  use?   -­‐ sitting  in  color  group  rows  
   What  on  task,  active  and  focused  student  behavior  will  I  see?   -­‐ movement/relocation  to  work  
  -­‐ listening  with  eyes  and  ears  
-­‐ if  students  are  not  positively  contributing  to  the  
learning  environment,  they  will  either  “clip  down”  or  be  
sent  back  to  their  seats.  
IV.  Introduction:  Creating  Excitement  and  Focus  for  the  Lesson  Target   TTW:  
   What  will  I  do  to  generate  interest?   -­‐ Set  up  10  objects  (cups,  dominos,  or  counters)  
   How  will  I  access  prior  knowledge?   -­‐ Ask  the  students  how  many  there  are  
   What  will  I  have  students  practice/review?   -­‐ Knock  over  a  number  of  the  objects  
  -­‐ Ask  students  how  many  were  knocked  over  
-­‐ Ask  the  remaining  number.  
-­‐ Fill  in  answers  on  change  to  less  chart.  
TSW:  
-­‐respond  to  teacher  questioning    
V.  Input:  Setting  up  the  Lesson  for  Student  Success    
      Task  Analysis:  
 Task  analysis:    
• What  information  does  the  learner  need?  If  needed  how  will  it  be   TTW-­‐  
provided?    
• How  is  the  lesson  scaffolded?   -­‐ remind  students  that  we  listen  with  our  eyes  and  our  
Higher  Level  Thinking:  Questions  to  engage  students’  thinking   ears.  
• Remembering   -­‐ Remind  students  that  we  worked  on  change-­‐to-­‐more  
• Understanding   diagrams  yesterday.  Change-­‐to-­‐less  diagrams  look  the  
• Applying     same  but  have  a  different  function.  (show  diagram  
• Analyzing   chart).  
• Evaluating   -­‐ Tell  the  students  to  listen  carefully  to  each  part  of  the  
• Creating   number  story  so  they  can  determine  where  each  
  number  goes  on  the  chart.  
   Webb’s  Depth  of  Knowledge   -­‐ Tell  students  that  change-­‐to-­‐less  is  the  same  thing  as  
• Recall/Reproduction   subtraction.  
• Skills/Concept   -­‐ Talk  briefly  about  plus  sign,  minus  sign  and  equals  sign.  
• Strategic  Thinking    
• Extended  Thinking   Step  by  step:  
Accommodations:  Differentiating  to  meet  students’  needs    
• Remediation/Intervention   -­‐ TTW  begin  by  engaging  students  with  the  cup  
• Extension/enrichment   demonstration  
     Methods,  Materials  and  Integrated  Technology   -­‐ TSW  actively  respond  to  teacher’s  questioning  about  
• Instructional  techniques   the  cups  
• Engagement  strategies   -­‐ TTW  and  TSW  read  the  “I  can”  statement.  
• Materials  and  Integrated  Technology  list   -­‐ TTW  explain  how  the  cups  relate  the  change  to  less.  
  -­‐ TTW  fill  in  the  chart.  
-­‐ TTW  say  a  brief  story  problem  that  fits  with  a  change  to  
less  chart  
-­‐ TTW  guide  students  to  placing  the  values  in  the  correct  
spots  on  the  chart.  (thumbs  up  if  you  agree)  
-­‐ TTW  give  an  example  that  has  a  missing  change  
variable  (mystery  number).  
-­‐ TSW  work  to  come  up  with  the  value  and  share  with  
 their  neighbor  (turn  and  talk).  
-­‐ TTW  introduce  number  models  
-­‐ TSW  help  the  teacher  to  fill  in  the  corresponding  
numbers  from  the  change-­‐to-­‐less  chart.  
-­‐ If  needed,  another  example  will  be  given.  
-­‐ TTW  call  students  to  floor  to  explain  worksheet  
-­‐ TSW  enter  their  independent  practice  at  their  desks.  
-­‐ TTW  call  students  to  floor  to  close  lesson  (repeat  “I  
can”  and  relate  to  future  use.  
 
Webb’s  Depth  of  Knowledge:  
-­‐ Recall:  recall  the  previous  lesson  of  change-­‐to-­‐more  
diagrams.  
-­‐ Show  how  to  fill  in  numbers  from  a  word  problem  into  
a  change-­‐to  chart.  
-­‐ Construct  number  models  from  change-­‐to  charts  
-­‐ Create  own  change-­‐to  story  problem  
 
Accommodations:  
Intervention:  
Work  at  back  table  with  Mrs.  Dewey  while  I’m  circulating.  
Work  with  a  partner.  
Draw  pictures  to  represent  numbers.  
 
Extension:  
On  the  back  of  your  paper,  try  to  write  your  own  change-­‐to  
story.  Then  write  the  number  model  for  it.  
 
Methods,  materials  and  technology:  
-­‐ Visuals  of  chart,  pictures  and  number  models  on  the  
board.  
-­‐ Questioning  of  student  thinking  
-­‐ Students  coming  up  to  board  
-­‐ Turn  and  talk    
 -­‐ Thumbs  up/down  (agreement)  
-­‐ Clip  chart  
-­‐ Change-­‐to  chart  
-­‐ Worksheet  
-­‐ Document  cam    
 
VI.  Modeling:  I  Do   Show  tell:  
   SHOW/TELL  (Visual/Verbal  Input)   Change  to  less:  
         What  will  I  show/demonstrate  for  students?  What  will  I  tell  them?   Walk  through  a  story  problem.  Show  where  I  would  put  each  
   HOW/WHAT  (Questioning  and  redirecting)   number  on  the  chart.  Model  if  I  wasn’t  sure,  how  I  could  draw  a  
         How  to  do  as  well  as  What  to  do   picture.    
   
Number  model:  
Show  how  I  would  put  my  change-­‐to-­‐less  chart  into  a  number  
model.  
 
Questioning:  
Where  did  I  get  the  number?  
Where  does  that  number  go  on  our  chart  or  number  model?  
Why?  
VII.  Checking  for  Understanding   -­‐ “How  did  you  come  up  with  that  answer?”/”What  was  
Samples  of  questions  to  be  asked   your  thinking”  
Ways  in  which  students  will  respond  and  be  engaged   -­‐ “can  you  count  on  out  loud  for  us?”  
Formative  assessment  strategies  to  be  implemented   -­‐ try  to  call  on  students  from  different  ability  groups  to  
  check  for  general  understanding.    
  -­‐ “thumbs  up  if  you  agree  with  that  answer”  
-­‐ have  students  come  up  to  the  board  to  fill  in  charts.  
VIII.  Guided  Practice:  We  Do   White  board  examples  of  change-­‐to-­‐less  story  problems  that  
   What  do  the  teacher  and  student  do  together?   are  then  put  into  number  models.  Do  one  change-­‐to-­‐more  
   How  will  a  gradual  release  of  responsibility  be  accomplished?   example,  so  they  are  able  to  see  how  addition  works  in  number  
  models.  
 
IX.  Collaborative  (You  Do  Together)  and/or  Independent  Practice  (You  Do)   Complete  change-­‐to-­‐less/number  model  worksheet  
   What  practices  will  be  demonstrated?   independently  (unless  I  determine  some  students  need  support  
   from  peers  or  teacher)  
 
X.  Closure   Read  “I  can”  statements  together.    
   How  will  the  ‘I  can’  statement(s)  be  reviewed?    
   How  will  students  be  involved?   Ask  students  when  they  can  use  the  change-­‐to-­‐less  strategy  
   What  connections  to  future  learning  will  occur?   (anytime  they  are  solving  a  subtraction  problem,  especially  a  
  word  problem).  
 
Remind  students  that  they  can  use  subtraction  strategies  in  real  
life  experiences  (example  Halloween  candy).  
XI.  Assessment   Ask    students  to  share  answers  and  reasoning  while  working  
   What  evidence  supports  that  the  target(s)/objective(s)  were  met?   one  whole  group  examples.  
   What  do  my  students  know,  understand  and  are  able  to  do  now?    
   What  formative  assessments  will  be  used  to  inform  instruction?   Monitor  and  walk  around  room  when  students  are  working  on  
  their  worksheets.  
 
Collect  the  change-­‐to-­‐more/less  and  number  model  
worksheets.  Check  for  student  accuracy  and  possible  errors.  
XII.  Reflection  (Questions  to  consider…)    
 How  do  I  know  that  the  objective(s)/target(s)  were  met?    What  is  my  
 evidence?  
 Based  on  the  data  gathered,  what  will  I  do  next?  
 How  well  did  the  students  perform/respond?  How  did  students  show  they  
 were  engaged?  
 What  evidence  do  I  have?  
 What  aspect  of  the  lesson  was  particularly  challenging  for  students?  What  
 will  I  do  to  help  the  student(s)  who  struggled?  
 What  will  I  do  to  extend  the  learning  for  those  students  who  met    
 target?  
 Were  there  any  surprises?    What  would  I  do  if  I  taught  this  lesson    
 again?  
 
Updated  August  2017